MAT ED 267 Lesson Plan 4

E. Fan

Human Health and Physiology: Immune System Lesson III IB Biology HL 11

Objectives Conclude Defense against infectious diseases mini-unit Assess students knowledge about life cycle of HIV (pop quiz) Assess students knowledge about immune system (video projects) Understandings How infectious diseases spread in a population Social implications of AIDS Assessment Pop quiz Video projects Peer review of video projects(?) Participation in simulation and group discussion Instructional Approach Activity Pop Quiz: Label the life cycle of HIV. Time 5 min

Class viewing of student-produced 1-minute videos In assigned groups, students produced <1-minute videos on the following topics as a small project.

10 min

MAT ED 267 Lesson Plan 4 Why are antibiotics effective against bacteria but not against viruses? Outline the role of skin and mucous membranes in defence against pathogens. Outline how phagocytic leucocytes ingest pathogens in the blood and in body tissues. Distinguish between antigens and antibodies. Explain antibody production. Explain the causes and methods of transmission of HIV.

E. Fan

How does an infectious disease spread? HIV simulation Each vial represents each person and the vial with KOH represents an infected person Unaware of who is infected, students are given numbered vials and are assigned behavior cards Monogamous: You may trade fluid with the same person as many times as you want. Polygamous: You may trade fluid with 4 different people. Promiscuous: You may trade fluid with as many people as you can. One night stand: You may trade fluid with one person once. Students exchange fluids (by giving a drop of their liquid to another person using an eyedropper) with one another based on their behavior cards Using phenolphthalein or pH strips, students determine if they are infected By discussing with other students and drawing tree of transmission charts, students trace the infection to its source person Teacher explains takeaway points of HIV simulation How infectious diseases spread Effects of different behaviors on spread of disease Group discussion: social implications of AIDS with scenario questions (source: http://www.biology.arizona.edu/immunology/activities/AIDS2003/questions.html) 1. Bridgett met Albert when she was 17 and he was 24. He was very clean and good-looking, and when they became sexually active he refused the use of condoms, saying that he knew he was HIV free. After living together for a year, they went to donate blood and were informed that the test showed that both of them were HIV positive. Later, Albert's brother told Bridgett that Albert had known that he carried HIV for two years before she met him, and that he had previously infected another young woman. Should Albert be punished in any way for his actions since he knew he was HIV positive? Should Albert be quarantined? Should his other known sexual partners be informed? Should Bridgett be quarantined? What about her possible future sexual partners? If Albert had not known in advance that he was HIV positive but did live a high risk lifestyle would he still be held liable for infecting Bridgett with HIV? 2. A physician in Tucson had a young couple as patients who were experiencing marital problems. The wife left for another man and the couple divorced. This new man was HIV+, and the woman also became infected. After his death, she returned to Tucson and her physician began treating her for HIV infection. Her ex-husband came to the same physician for a physical and mentioned that he had begun dating his ex-wife again. The physician was unable to warn the man that his ex-wife was now HIV+ since they were not married and any communication about the woman would have violated right-to-privacy laws. What do you think the physician should have done? 3. In 1986, Uganda's President Yoweri Museveni has spearheaded an aggressive anti-AIDS

15 min

10 min

MAT ED 267 Lesson Plan 4 policy. Every government department issues anti-AIDS warnings; sex is discussed openly in explicit terms; roadside billboards promote safe sex; and foreign-financed non-government organizations are given virtually free reign to educate people about the disease. Since 1992, the level of infection among young pregnant women has been in decline (Nature Medicine. 5, 963. 1999). Compared to Uganda, do you think our society does an adequate job of educating its citizens about HIV and AIDS? If not, what improvements do you think are needed? 4. More than 90% of HIV infected people live in developing countries and do not have access to anti-HIV medications. Drug companies spend $10 -100 million to develop current anti-HIV drugs, and must recoup that money, making it difficult for them to provide the drugs at low cost. Which of the following actions should be taken to increase access to treatment for most of the world's HIV+ individuals? Governments join to provide tax breaks to multi-national corporations which develop and manufacture anti-HIV drugs. The World Bank provides loans to developing countries to purchase drugs to treat HIV. The US Government purchases drugs and distributes them to developing countries. What other alternatives might increase access to HIV treatment? 5. Drug treatments now allow many HIV+ individuals to live longer and maintain a higher quality of life. Current anti-HIV drugs must be taken multiple times daily on a careful schedule and often cause severe side effects in people who otherwise may feel completely healthy. If patients don't adhere to their drug regimens, they increase the rate at which drug resistant strains of HIV develop. Should patients be monitored for adherence to drug regimens and/or whether they are developing drug resistant virus? 6. Should HIV infected individuals have the right to the same type of medical insurance as others who do not have HIV? Should society be made to help pay their costs? What if some HIV patients continue high-risk behavior that exposes them to more infectious agents, increasing the costs of their treatments? 7. Education about HIV and AIDS is the first step in prevention. What role should public schools in the US play in educating children about HIV and AIDS? At what age should this education begin? Skills to be emphasized Group collaboration skills Data interpretation Materials needed pop quizzes eye-droppers numbered vials with either water or 25% potassium hydroxide KOH solution phenolphthalein or pH strips group discussion scenarios paper slips Sponge activity In-class time for Unit Project HIV simulation round 2

E. Fan

MAT ED 267 Lesson Plan 4 Differentiation

E. Fan

The Life Cycle of HIV pop quiz given at the beginning of class will be differentiated for the different levels of students. Even though the same image will be used, two different versions of the quiz will be produced: Version 1 will have only the diagrams, while Version 2 will have the captions with key words (T-cells, cDNA, RNA, protein coat, nucleus, etc.) blanked out. During the simulation activity, I will provide lower-achieving students with simpler behavior cards such that the individual tree of transmission charts are easier to complete and comprehend. In the group discussion on social implications of AIDS that follow, I will assign groups based on my understanding of the students, putting them in diverse groups that best encourage cooperation and facilitate learning. For lower-achieving students, I will try to place them in groups with scenario questions that are more straight-forward. Hopefully, the arrangement will provide an equal opportunity for each student to excel.